How many nine-digit numbers can be made using each of the digits 1 through 9 exactly once with the digits alternating between odd and even

Answer:

[tex](x,y)\rightarrow(0,2)[/tex]

Step-by-step explanation:

[tex]\displaystyle \left \{ {{x+y=2} \atop {y-x=2}} \right.\\[/tex]

Combine system of equations on both sides:

[tex](x+y)+(y-x)=2+2\\2y=4\\y=2[/tex]

Thus,

[tex]x+y=2\\x+2=2\\x=0[/tex]

(x, y) <=>(0, 2)

Step-by-step explanation:

[tex]x + y = 2 \\ y - x = 2 \\ \\ x + (x + 2) = 2 \\ y = x + 2 \\ \\ 2x + 2 - 2 = 2 - 2 \\ y = x + 2 \\ \\ 2x = 0 \\ y = x + 2 \\ \\ x = 0 \div 2 \\ y = x + 2 \\ \\ x = 0 \\ y = 0 + 2 \\ \\ x = 0 \\ y = 2[/tex]

Answer: It's a homozygous dominant genotype.

Step-by-step explanation: Two capital letters or two lowercase letters are homozygous.

If Lin is solving the inequality [tex]15-x < 14[/tex] and she know the solution is x = 1 , then the solution of  inequality is [tex]x > 1[/tex] .

The inequality that Line is solving is [tex]15-x < 14[/tex] ,

the solution of the equation [tex]15-x = 14[/tex] is given as x = 1 ;

we have to find the value of x for which the given inequality expression is true ,

Case(i) , let us take [tex]x > 1[/tex] ,

So , putting x = 2 , in the inequality ,

we get ; [tex]15-2 < 14[/tex]

= 13 < 14 , that is TRUE .

Case(ii) , let us take [tex]x < 1[/tex] ,

So , putting x  = 0 in the inequality ,

we get ; [tex]15-0 < 14[/tex]

= 15 < 14 , that is FALSE .

Therefore , the solution of the inequality is x > 1 .

Learn more about Inequality here

https://brainly.com/question/21897111

#SPJ4

Answer:

[tex]y=\sqrt{10}[/tex]

Step-by-step explanation:

Using the geometric mean theorem, [tex]y=\sqrt{(2)(5)}=\sqrt{10}[/tex].

Answer:

x=

y=31

Step-by-step explanation:

hope this helps

Answer:

(-9,0)  and (1,0)

Step-by-step explanation:

The p-value of the test statistic is calculated as follows:

0.6386.

At the null hypothesis, it is tested if the mean is actually of 48.3 miles per gallon, that is:

[tex]H_0: \mu = 48.3[/tex]

At the alternative hypothesis, it is tested if the mean is different of that, hence:

[tex]H_1: \mu \neq 48.3[/tex]

The population standard deviation is known, hence the z-distribution is used to obtain the test statistic.

The equation is given as follows:

[tex]z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

In which:

The parameters for this problem are given as follows:

[tex]\overline{x} = 48.2, \mu = 48.3, \sigma = \sqrt{6.76} = 2.6, n = 150[/tex]

Hence the test statistic is obtained as follows:

[tex]z = \frac{\overline{x} - \mu}{\frac{\sigma}{\sqrt{n}}}[/tex]

[tex]z = \frac{48.2 - 48.3}{\frac{2.6}{\sqrt{150}}}[/tex]

z = -0.47.

The p-value is found using a z-distribution calculator, with a two-tailed test, as we are testing if the mean is different of a value, with z = -0.47, hence it is of:

0.6386.

More can be learned about the test of an hypothesis at https://brainly.com/question/13873630

#SPJ1

On applying the midpoint theorem the values of x, y, and z are 2, 10 and 8 respectively.

What is the mid-point theorem?

According to the midpoint theorem, the line segment connecting any two triangle sides' midpoints is parallel to and equal to half of the third side.

The outer triangle is ABC and the inner triangle is DEF.

It can be seen that sides AB, BC and AC are equally divided such that AD=DB,

BE=EC and

CF=FA.

So, this proves that point D, E and F are the middle points of AB, BC and AC respectively.

Now, according to the midpoint theorem -

DF = 1/2(BC)

Plugging in the values -

x = (5x-6)/2

2x = 5x-6

2x-5x = -6

-3x = -6

x = 2

Now, for side DE -

DE = 1/2(AC)

Plugging in the values -

12 = (2z+8)/2

24 = 2z+8

24-8 = 2z

16 = 2z

z = 8

Now, for side EF -

EF = 1/2(AB)

Plugging in the values -

y = 20/2

y = 10

Therefore, the values obtained are x=2, y=10 and z=8.

To learn more about midpoint theorem from the given link

https://brainly.com/question/26189487

#SPJ1

Using proportional relationships, we can say that They will walk 12 laps and run 20 laps for a total of 32 miles.

In a direct proportional relationship, the output variable is found by the multiplication of the input variable and the constant of proportionality k, as follows:

y = kx.

Given that we know this, they walk 3/8 of the 8 miles that make up the complete distance. Run 5/8 of the route.

The following are the proportional relationships for the distances:

For a total distance of 32 miles, the distances walked and run are given:

therefore, They will walk 12 laps and run 20 laps for a total of 32 miles as per the proportional relation.

Learn more about proportional relationships here: brainly.com/question/10424180

#SPJ1

There is no single answer to this question. It depends on what values are chosen for x and y , equation has an infinite

The equation 5x + 2y = -7 is an indeterminate equation with two unknowns, x and y. This means that the equation has an infinite number of solutions, depending on the values of x and y. For example, if x = 3 and y = -2, then the equation would be satisfied. If x = 2 and y = -3, then the equation would also be satisfied. Therefore, the number of solutions for this equation is infinite.There is no single answer to this question. It depends on what values are chosen for x and y.

Learn more about equation here

https://brainly.com/question/29657992

#SPJ4

The area of one base of the triangular prism is given as 16√3 square cm, and since the base is equilateral, the sides of the triangle are of equal length.

The formula to calculate the area of an equilateral triangle is (sqrt(3)/4) * s^2 where s is the length of a side of the triangle.

So, plugging in the given area of base, 16√3, we can find the length of a side of the equilateral triangle, s.

16√3 = (sqrt(3)/4) * s^2

s = (4*16√3)/sqrt(3) = 16√3 cm

Now we can use the height of the prism, which is given as 30 cm, to find the area of the rectangular surface.

Area of the rectangular surface = 2 * base area * height = 2 * 16√3 * 30 cm²

This simplifies to:

960√3 cm²

So the total area of the rectangular surface of the prism is 960√3 square cm.

Answer:

y = [tex]\frac{2}{3}[/tex] x + 2

Step-by-step explanation:

the equation of a line in slope- intercept form is

y = mx + c ( m is the slope and c the y- intercept )

calculate m using the slope formula

m = [tex]\frac{y_{2}-y_{1} }{x_{2}-x_{1} }[/tex]

with (x₁, y₁ ) = (0, 2 ) and (x₂, y₂ ) = (3, 4 )

m = [tex]\frac{4-2}{3-0}[/tex] = [tex]\frac{2}{3}[/tex]

the line crosses the y- axis at (0, 2 ) ⇒ c = 2

y = [tex]\frac{2}{3}[/tex] x + 2 ← equation of line

Answer:

x < -20

Step-by-step explanation:

To solve x/5 + 6 < 2,

First subtract 6 from both sides of the equation.

This makes x/5 < -4.

Then multiply both sides of the equation by 5.

This makes x < -20.

Therefore, the solution to the equation is x < -20.

The required transformations of the original image are the first translation of 7 units to the right side, then a reflection across the x-axis.

A point is transformed when it is moved from where it was originally to a new location. Translation, rotation, reflection, and dilation are examples of different transformations.

The triangle is given in the represented graph, which vertices are as follows :

(-5, -1)

(-2, -1)

(-5, -3)

The image after a translation of 7 units to the right side will be given a triangle the vertices are as follows :

(-5 + 7, -1) → (2, -1)

(-2 + 7, -1) → (5, -1)

(-5 + 7, -3) →(2, -3)

Then the image after a reflection across the x-axis will be a triangle the vertices are as follows :

(2, -1) → (2, 1)

(5, -1) → (5, 1)

(2, -3) → (2, 3)

To learn more about the transformations click here :

brainly.com/question/28029674

#SPJ1

Step-by-step explanation:

[tex] = {x}^{2} \div {x}^{2} + 3x - 5x + 6 - 10 \\ = 1 - 2x - 4 \\ = - 2x - 4 + 1 \\ = - 2x - 3 \\ = - 1(2x + 3)[/tex]

HI,HOPE THAT IS HELPFUL.

Solution of the equation is x = 3 ± i that is a complex number where 3 is the real part and i is the imaginary part.

The equation of two-degree polynomial having one variable is called quadratic equation.

The solution of a quadratic equation is either real or complex. We use quadratic equation formula for solution whenever we cannot expand, and factoring a given two-degree polynomial equation.

given equation, x² = 6x -10

                x²-6x +10 =0

This equation cannot be expanded so we need to write the formula for quadratic equation to solve it.

we know that standard form of a quadratic equation is given by

ax² + bx +c = 0

where a is the coefficient of x², b is the coefficient of x and c is the constant.

the solution of the equation is given by x = -b ± √ (b² - 4ac) / 2a

Now, the solution for the above equation is x = 6 ± √ (6² - 4×1×10) / 2×1

                                                                     x = 6 ± √ (36 -40) / 2

                                                                x = 6 ± √-4 / 2

                                                   as        √-4 = √-1 ×2

                                                            x = 6 ± 2 √-1 /2  

                                        divide both numerator and denominator by 2

                                              x = 3± i     as √-1 = i

this is the solution in (a + bi) form a = 3 and b = 1

To learn more about quadratic equation visit:

https://brainly.com/question/29011747

#SPJ1

For acceptable x values of √12(x-1)+√√2(x-1)², the option is equivalent to the quotient given here (x-1) ² is [tex]$2 \sqrt{3} \sqrt{x-1}-\sqrt{2}(x-1)$\\[/tex] .

The equivalent of the quotient displayed above for allowable x values is

[tex]$\sqrt{1} \cdot 2(x-1)+\sqrt{\sqrt{2}}(x-1)^2$[/tex]

[tex]$2(x-1)+\sqrt[2 \cdot 2]{2}(x-1)^2$\\[/tex]

[tex]\$2(x-1)+\sqrt[4]{2}(x-1)^2$\\$(2 x-2)+\sqrt[4]{2}\left(x^2+2 x(-1)+(-1)^2\right)$\\$(2 x-2)+\sqrt[4]{2}\left(x^2-2 x+1\right)$\\$2 x-2+\sqrt[4]{2}\left(x^2-2 x+1\right)$\\$2 x+\sqrt[4]{2}\left(x^2-2 x+1\right)-2$\\$2 x+\left(\sqrt[4]{2} \cdot x^2-\sqrt[4]{2} \cdot 2 x+\sqrt[4]{2}\right)-2$\\$2 x+\left(\sqrt[4]{2} \cdot x^2-2 \cdot \sqrt[4]{2} \cdot x+\sqrt[4]{2}\right)-2$\\$2 x+\sqrt[4]{2} \cdot x^2-2 \cdot \sqrt[4]{2} \cdot x+\sqrt[4]{2}-2$[/tex]

[tex]$f(x)=\sqrt{12(x-1)}-\sqrt{2(x-1)^2}$[/tex]

[tex]$\frac{d}{d x}\left(\sqrt{12(x-1)}-\sqrt{2(x-1)^2}\right)$[/tex]

[tex]$\sqrt{12(x-1)}-\sqrt{2(x-1)^2}=2 \sqrt{3} \sqrt{x-1}-\sqrt{2}(x-1)$[/tex]

[tex]$\sqrt{12(x-1)}-\sqrt{2(x-1)^2}$[/tex]

[tex]$\sqrt{12(x-1)}=2 \sqrt{3} \sqrt{x-1}$[/tex]

[tex]$\sqrt{2(x-1)^2}=\sqrt{2}(x-1)$\\$=2 \sqrt{3} \sqrt{x-1}-\sqrt{2}(x-1)$\\[/tex]

Values that might result in a fraction's denominator being equal to zero are excluded. Finding these omitted values is crucial for resolving a rational statement because you cannot divide by 0.

To learn more about quotient refer to :

https://brainly.com/question/11418015

#SPJ1

If point P(2k, k) is equidistant from A(-2, 4) and B (7,-5), the numerical value of k is 3.

The distance formula used in finding the distance between two points is expressed as;

d = √( ( x₂ - x₁ )² + ( y₂ - y₁ )² )

The distance between P(2k, k) and A(-2, 4) is:

d = √((2k - (-2))² + (k - 4)²)

d = √((2k +2)² + (k - 4)²)

The distance between P(2k, k) and B(7, -5) is:

d = √((2k - 7)² + (k - (-5))²)

d = √((2k - 7)² + (k + 5)² )

Since the distances are equal, we can set the two equations for d equal to each other and solve for k.

√((2k +2)² + (k - 4)²) = √((2k - 7)² + (k + 5)² )

Square both sides

(2k +2)² + (k - 4)² = (2k - 7)² + (k + 5)²

(2k +2)² + (k - 4)² = 5k² - 18k + 74

5k² + 20 = 5k² - 18k + 74

Collect like terms

5k² - 5k² + 18k = 74 - 20

18k = 74 - 20

18k = 54

k = 54/18

k = 3

Therefore, the value of k is 3.

Learn more about the distance formula here: brainly.com/question/24509115

#SPJ1

Answer:

the answer is (3,4) and (2,3)

Step-by-step explanation:

that's my answer

Answer:

p = -7/4 or -1 3/4

Step-by-step explanation:

-1 23/40 = 9/10p

-1 23/40 = -63/40

So, our equation is

-63/40 = 9/10p

Divided both sides by 9/10

p = -7/4

So, the answer is

p = -7/4

or

-1 3/4

The numerical figures are used to write numbers more than 100.

What is numbers?

An arithmetic value known as a number is used to represent a quantity and perform calculations. Numbers are represented by written symbols, such as "3," which are referred to as numerals. A number system is a method of writing that uses logically ordered digits or symbols to represent numbers.

To represent numbers greater than 100, use numeral figures; however, whole numbers, such as 300 or 1,000, should be written out.

When representing non-whole numbers like 1,239 or 603, use numerals.

Except for whole numbers combined with hundred, thousand, hundred thousand, million, billion, and beyond, the Chicago Manual of Style advises spelling out numbers from zero to one hundred and using figures after that (e.g., two hundred; twenty-eight thousand; three hundred thousand; one million).

Hence, the numerical figures are used to write numbers more than 100.

To know more about numbers, click on the link

https://brainly.com/question/24644930

#SPJ4

Answer:

-------------------------------

The width of the space for computer stations is:

Each computer station has a space of:

The speed of car moving towards south exists 15 mph and, speed of (as moving towards East = 25 mph.

They are referred to be intersecting lines when two or more lines in a plane cross each other. The point of intersection, which can be found on all intersecting lines, is the common point shared by the intersecting lines.

Let speed of Car 1 = x mph

Speed of car 2 = (x + 10) mph

Hence,

OA = Distance travelled by car2 in 2 hours

⇒ OA = (x + 10) × 2 = 2x + 20

And, OB = Distance travelled by Car 1 in 2 hours

⇒ OB = x × 2 = 2 x

Now, In ΔOAB, OA² + OB² = AB²

substitute the values in the above equation

⇒  (2 x+20)² + (2 x)² = [tex](10 \sqrt{34})^2 \\[/tex]

⇒  4x² + 400 + 80x + 4x² = 3400

simplifying the equation

⇒ 8x² + 20x - 3000 = 0

⇒ x² + 10x - 375 = 0

⇒ x² + 25x - 15x - 375 = 0

simplifying the above equation, we get

⇒ x(x + 25) - 15(x + 25) = 0

⇒ (x + 25)(x - 15) = 0

⇒ x + 25 = 0, x - 15 = 0

⇒ x = -25, x = 15

Since speed can not be negative.

Hence, x = 15 mph

⇒ x + 10 = 15 + 10 = 25 mph.

Hence, speed of car moving towards south =15 mph.

And, speed of (as moving towards East = 25 mph.

To learn more about speed refer to:

https://brainly.com/question/13943409

#SPJ4

The speed of car moving towards south exists 15 mph and, speed of (as moving towards East = 25 mph.

When two or more lines in a plane cross one another, they are referred to as intersecting lines. The common point shared by all intersecting lines is the point of intersection, which can be found on all of them.

The distance travelled in relation to the time it took to travel that distance is how speed is defined. Since speed simply has a direction and no magnitude, it is a scalar quantity.

Let speed of Car 1 = x mph

Speed of car 2 = (x + 10) mph

Hence,

OA = Distance travelled by car2 in 2 hours

⇒ OA = (x + 10) × 2 = 2x + 20

And, OB = Distance travelled by Car 1 in 2 hours

⇒ OB = x × 2 = 2 x

Now, In ΔOAB, OA² + OB² = AB²

substitute the values in the above equation

⇒  (2 x+20)² + (2 x)² =

⇒  4x² + 400 + 80x + 4x² = 3400

simplifying the equation

⇒ 8x² + 20x - 3000 = 0

⇒ x² + 10x - 375 = 0

⇒ x² + 25x - 15x - 375 = 0

simplifying the above equation, we get

⇒ x(x + 25) - 15(x + 25) = 0

⇒ (x + 25)(x - 15) = 0

⇒ x + 25 = 0, x - 15 = 0

⇒ x = -25, x = 15

Since speed can not be negative.

Hence, x = 15 mph

⇒ x + 10 = 15 + 10 = 25 mph.

Hence, speed of car moving towards south =15 mph.

And, speed of (as moving towards East = 25 mph.

To learn more about speed refer to:

brainly.com/question/13943409

#SPJ4

Answer:

The answer is 679

Step-by-step explanation:

A significant figure is a number greater than zero so to 3 significant figures just count 3 from the front then round up 9 and it becomes 1 then add it to 8 to become 9 which equals 679

Hope it helps

Pls rate as brainliest answer

Answer:

[tex]t = \dfrac{I}{Pr}[/tex]

Step-by-step explanation:

Given the equation [tex]I = Prt[/tex]:

To solve for [tex]t[/tex], all we have to do is divide both sides by [tex]Pr[/tex].

[tex]\textrm{} \ \, I = Prt\\\overline{Pr} \ \ \ \overline{\: Pr \: }[/tex]

[tex]t = \dfrac{I}{Pr}[/tex]

Text form:

t = I / Pr

Answer:

[tex]t= \frac{I}{Pt}[/tex]

Step-by-step explanation:

Given the equation,[tex]I=Prt[/tex], solve for the value, t.

[tex]I=Prt[/tex], divide both sides of the equation by [tex]Pr[/tex]. We get,

[tex]t= \frac{I}{Pr}[/tex], final answer.

The function y = -2x + 9 have ordered pairs (-4, 17), (-2, 13), (0, 9), (2, 5) and (4, 1)

An equation shows how two or more numbers and variables are related to each other.

The standard linear equation is:

y = mx + b

Where m is the rate of change and b is the y intercept

Given that:

y = -2x + 9

When x = -2; y = -2(-2) + 9 = 13

When x = 0; y = -2(0) + 9 = 9

When x = 2; y = -2(2) + 9 = 5

When x = 4; y = -2(4) + 9 = 1

The function y = -2x + 9 is a linear equation

Find out more on equation at:https://brainly.com/question/2972832

#SPJ1

The data of the rainfall amount in inches to the locations are used to plot the attached line plot created with MS Excel.

A line plot is a graph is the graphical display of data as check marks or points above a number line.

A line plot shows the frequency of the values in the data on the number line, using dots or check marks. The frequency of the data is shown above the specified locations on the graph of a line plot.

The line plot is therefore, indicative of how frequent particular values in the dataset are.

The possible data in the question are presented as follows;

Rainfall Amount; 1/8,[tex]{}[/tex] 3/8,  3/4,  3/4,     1/4,    1 1/4, 1/8,     1/4,    1,     1/8

Location;     [tex]{}[/tex]          1,    2,     3,      4,        5,       6,     7,       8,      9,    10

The frequency of the data in a tabular form are;

Rainfall        [tex]{}[/tex]  Frequency

1/8        [tex]{}[/tex]          3 locations

3/8        [tex]{}[/tex]         1 location

3/4        [tex]{}[/tex]         2 locations

1/4       [tex]{}[/tex]           2 locations

1 1/4       [tex]{}[/tex]         1 location

1        [tex]{}[/tex]              1 location

The above frequency values can be used to create the attached line plot created with MS Excel

Learn more on frequency plots here: https://brainly.com/question/16444596

#SPJ1

Answer: x= 1/7y + 19/7 (Standard form will be:7x−y=19)

Step-by-step explanation:

Step 1: Add -y to both sides.

−7x+y+−y=−19+−y

−7x=−y−19

Step 2: Divide both sides by -7.

−7x/−7

= −y−19/−7

x= 1/7y + 19/7

Hassan can paint maximum 11 bookcases with 10 gallons of paint.

A fraction represents a numerical value, which defines the parts of a whole.

Generally, the fraction can be a portion of any quantity out of the whole thing and the whole can be any specific things or value.

The basics of fractions explain the top and bottom numbers of a fraction.

Suppose a number has to be divided into four parts, then it is represented as x/4. So the fraction here, x/4, defines 1/4th of the number x. Hence, 1/4 is the fraction here.

Given,

Hassan has 10 gallons of paints.

1 bookcase requires 7/8 gallons of paint

Let Hassan paints x bookcases.

According to the question

7/8x = 10

7x = 80

x = 80/7

x = 11.43

But no. of bookcases should be in whole.

Number of bookcases painted with 10 gallons of paint = 11.

Hence, Maximum 11 bookcases can be painted by Hassan with 10 gallons of paint

Learn more about fractions here:

https://brainly.com/question/10354322

#SPJ1

Elimination is a method used to solve systems of linear equations with two or more variables. One possible method to solve a equation with 3 variables using elimination is solving algebraically.

To use elimination to solve a system of equations with three variables, you can follow these steps:

1. Write the system of equations. For example, if you have the equations:

3x + 2y - z = 5

2x - 4y + 2z = 6

5x - 2y + 3z = 10

2. Multiply one of the equations by a scalar (a number) so that one of the variables has opposite coefficients, say y in two of the equations.

3. Next, you can multiply one of the equations by a scalar (a number) so that one of the variables has opposite coefficients, say x in two of the equations.

4. Now substitute this value of z in the first or the second equation to solve for x

5. Now substitute this value of x and z in the second equation or any other equation to solve for y

This is one possible way to use elimination to solve a system of equations with three variables. Depending on the specific problem, there may be different ways to eliminate variables, but the general idea is to use scalar multiplication and addition or subtraction to create a new equation with one variable having the same coefficient but with opposite signs. One can also use Gaussian elimination or matrix inversion method.

To know more on Gaussian elimination

https://brainly.com/question/29004583

#SPJ4